Author ORCID Identifier
0009-0007-6830-4659
Abstract
This literature review provides documentation and analysis for 22 years of empirical, English-language research on trans* educators in early childhood through secondary (PK-12) education. A total of 87 publications from six different continents provide a basis for researchers and policymakers interested in better understanding this historically marginalized population. Findings include a diverse array of methodological and theoretical approaches as well as several meta-level findings concerning the varied circumstances of trans* educators. There is a need for additional research to address persistent gaps as well as for sweeping policy change and collective action to improve the unacceptable conditions of trans* educators.
Methodological Approach
Theoretical or Conceptual
DOI
https://doi.org/10.60808/wrnx-ge27
Recommended Citation
Divens, C. C. (2025). Trans* Educators in Early Childhood through Secondary (PK-12) Schools: An Exhaustive Literature Review. Journal of Queer and Trans Studies in Education, 2(2). https://doi.org/10.60808/wrnx-ge27
Supplemental Tables
Included in
Education Commons, Gender and Sexuality Commons, Lesbian, Gay, Bisexual, and Transgender Studies Commons
